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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital...
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The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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Outcome measure
- Learning (4)
- Motivation (1)
Instructional domain (subject)
- Multiple (4)
Education Level and Type
- High school 16-18 (1)
- K-12 (4)
- Secondary 11-16 (1)
- Tertiary
Groups of students
- _No mention (1)
School or home
- _No mention (1)
- School (2)
Moderating variables
- Assessments (2)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (1)
- Length of time (3)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (3)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (3)
- Internet (1)
- Multimedia (1 or more) (2)
Tech Software
- Computer-Based Teaching (CBT) (1)
- Game learning (2)
- Serious games (1)
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Game-based learning (2)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (2)
Quality of research
Geography if specific
- Turkey (1)